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TEACHER'S  MANUAL 


TO   ACCOMPANY 


FIRST  YEAR   LATIN 


BY 

WILLIAM    C.   COLLAR 
M.  GRANT   DANIELL 


BOSTON,  U.S.A. 
GINN   &   COMPANY,   PUBLISHERS 

1902 


TEACHER'S  MANUAL 


TO  ACCOMPANY 


FIRST  YEAR  LATIN 


BY 
WILLIAM    C.   COLLAR 

AND 

M.  GRANT   DANIELL 


BOSTON,  U.S.A. 
GINN  &   COMPANY,  PUBLISHERS 

1902 


C7'f 

mi 


Copyright,  1901,  by 
William  C.  Collar  and  M.  Grant  Daniell 


ALL   RIGHTS   RESERVED 


/S't^r-^-T-^      pXn^^y^^M^ 


TEACHER^S  MANUAL 


INTRODUCTORY 

Note.  —  It  is  hoped  that  the  following  general  suggestions  (1-26) 
will  be  helpful  to  teachers  of  the  First  Year  Latin.  Not  all  of  the 
suggestions  are  applicable  to  every  lesson,  nor  should  the  teacher  think 
it  necessary  to  carry  out  on  every  lesson  all  of  them  that  can  be  applied. 
The  repeated  reading  of  them  at  intervals  v/ill  keep  hem  fresh  in  mind 
and  will  suggest  the  working,  now  of  some,  now  of  others,  according  as 
they  seem  called  for  by  the  needs  of  the  class. 


ESSENTIALS    OF    GRAMMAR 

1.  The  "Essentials  of  Grammar,"  1-35,  rnay  be  dealt 
with  in  various  ways.  When  pupils  have  already  studied 
English  grammar,  the  subject  may  be  taken  up  continuously 
as  a  review  of  previous  work  before  beginning  the  Latin 
lesson,  p.  20;  or  it  may  be  discussed,  assigned,  and  learned 
in  parts  as  a  preparation  for  the  separate  Latin  lessons. 
If  the  latter  method  is  followed,  the  references  given  at 
the  beginning  of  each  lesson  in  the  Manual  will  be  found 
helpful  in  indicating  the  portions  of  the  "  Essentials " 
applicable  to  that  lesson. 

2.  But  when  pupils  have  had  no  previous  English 
grammar,  a  method  differing  from  either  of  the  two  just 
mentioned  is  desirable.  In  this  case  it  would  be  well  for 
the  teacher,  previous  to  assigning  a  Latin  lesson,  to  give 
simple  explanations  of  the  grammatical  terms  employed 
in  it ;    as,  for   instance,  sentence^   subject^  predicate^  etc.,  in 


:5g006 


2  TEACHER'S  MANUAL 

Lebsun  I.  Exact  definitions  need  not  be  insisted  on  at 
first,  but  the  use  of  the  terms  may  be  shown  through 
illustrations  drawn  from  the  lesson.  When  the  lesson  is 
recited  on  the  following  day,  the  grammatical  terms  should 
be  used.  If  a  mistake  is  made  by  a  pupil  in  the  use  of  a 
term,  it  should  be  corrected  with  a  simple  explanation  ; 
thus,  if  a  boy  calls  columba  a  verb,  remind  him  that  it  is 
the  7iame  of  something,  hence  a  noun.  Later,  when  the 
teacher  thinks  best,  pupils  may  be  referred  to  the  "  Essen- 
tials," and  be  required  to  learn  definitions  of  terms  with 
which  they  are  already  practically  familiar.  It  is  more 
important  for  the  pupil  to  recognize  a  sentence,  a  noun, 
a  verb,  etc.,  than  to  be  able  to  define  them. 


PRONUNCIATION 

3.  With  regard  to  the  introduction  on  pronunciation, 
it  may  be  used  solely  for  reference,  in  which  case  the 
teacher  may  begin  with  Lesson  I,  or  the  teacher  may 
devote  one  or  two  lessons  wholly  to  pronunciation,  using 
for  this  purpose  the  poem  on  p.  i8. 

If  the  teacher  uses  the  poem  for  preliminary  practice, 
it  would  be  well  to  begin  by  reading  slowly  and  distinctly 
the  first  line;  then  call  upon  a  pupil,  and  then  upon  the 
whole  class  to  repeat  it.  Treat  the  following  lines  in  the 
same  way.  Call  attention  from  time  to  time  to  the  rules 
for  quantity  and  accent.  Be  particular  to  give  full  value 
to  each  of  the  two  I's  in  Stella,  and  similarly  of  all  doubled 
letters.  Say  stel-la,  bel-la,  il-lo,  gem-ma,  etc.,  avoiding  the 
error  of  making  one  sound  serve  for  two  letters,  as  we 
often  do  in  English. 

For  the  next  lesson  one  might  assign  42,  43,  and  44  to 
be  read,  and  42,  i  to  5,  also  44,  i  and  2,  to  be  committed 


TEACHER'S  MANUAL  3 

to  memory.  It  may  not  be  too  much  to  require  the  pupil 
to  take  the  words  of  "Mica,  mica,**  one  by  one  and  apply 
the  rules  of  accentuation.  Most  of  the  words  are  dissyl- 
lables, to  which  44,  i  applies.  For  the  words  of  more 
than  two  syllables  44,  2  applies,  and  the  quantity  of  the 
penult  must  of  course  be  noted.  For  discessit  and  ostendis, 
refer  also  to  43,  5.  As  often  as  mistakes  occur  in  pronun- 
ciation in  succeeding  lessons,  correct  them  and  refer  the 
pupils  to  the  rules  as  long  as  the  need  exists,  but  impress 
upon  them  the  importance  and  advantage  of  such  care  as 
to  diminish  the  necessity  of  reference  to  rules. 


CONDUCT    OF    THE    LESSONS 

4.  In  each  lesson  throw  the  emphasis  on  the  proper 
subject  of  the  lesson.  If  there  seem  to  you  to  be  omis- 
sions or  oversights  in  the  "Lessons,"  make  notes,  .but 
reserve  your  judgment.  There  may  be  accidental  over- 
sights, or  omissions  may  have  been  intended. 

Preparation  of  Lessons 

5.  Always  devote  about  a  sixth  of  the  recitation  period 
to  a  preparation  with  the  class  of  the  next  day's  work. 

6.  Pronounce  tables  of  terminations,  paradigms,  and 
vocabularies,  and  have  a  pupil  and  then  the  whole  class 
repeat  them.  Pupils  are  likely  to  contract  the  odious  habit 
of  accenting  the  final  syllables  when  repeating  paradigms  ; 
never  allow  it  to  go  uncorrected. 

7.  When  pupils  are  not  thoroughly  familiar  with  the 
grammatical  terms  and  the  syntax  of  the  lesson  (at  least 
in  English),  go  over  the  model  sentences  and  explain 
them. 


4  TEACHER'S  MANUAL 

Memorizing 

8.  Insist  on  having  the  terminations,  personal  endings, 
tense  signs,  etc.,  the  paradigms,  vocabularies,  and  rules 
thoroughly  memorized.  Too  much  stress  cannot  be  laid 
upon  knowing  a  form  so  well  that  it  comes  up  without 
deliberation.  Pupils  should  be  able  to  give  instantly  the 
English  for  the  Latin  or  the  Latin  for  the  English  of  a 
paradigm,  or  of  words  in  a  vocabulary,  and  to  give  the 
exact  words  of  a  rule. 

Form  Work 

9.  The  use  of  the  blackboard  and  oral  practice  on  forms 
should  be  incessant.  To  get  the  inflectional  system  built 
up  is  a  great  work,  and  requires  endless  practice,  far  more 
than  any  book  can  provide. 

10.  Have  the  tables  of  terminations  written  with  case- 
names  prefixed. 

11.  It  is  best  to  have  the  pupils  write  the  terminations 
with  long  syllables  marked,  but  it  is  questionable  whether 
it  is  best  to  have  the  long  syllables  marked  in  the  trans- 
lated exercises,  except  when  words  of  similar  spelling  are 
distinguished  by  the  quantity  of  some  vowel :  liber,  book^ 
and  liber, /r^(f;  hostis,  nominative  or  genitive  singular,  and 
hostis,  accusative  plural ;  also  a  of  the  ablative  singular  of 
the  first  declension,  to  distinguish  it  from  the  nominative. 
The  ultimate  end,  correct  pronunciation,  comes  from  careful 
oral  practice. 

12.  Have  paradigms  written  with  meanings  for  each 
separate  form. 

13.  Send  pupils  to  the  blackboard  and  give  them  dif- 
ferent bases  or  stems,  as,  for  instance,  stell-,  domin-,  ara-, 
and  canta-,  and  require  them  to  add  terminations. 

14.  The  rapid  recitation  of  paradigms  and  terminations 


TEACHER'S  MANUAL  5 

by  successive  pupils  is  helpful ;  for  example,  one  giving 
the  nominative,  another  the  genitive,  and  so  on.  Some- 
times let  one  give  the  form  and  another  the  meaning. 
Again,  different  terminations  may  be  given  and  complete 
forms  called  for.  Practice  must  be  varied  in  every  possible 
way  upon  forms. 

Derivatives  and  Synonyms 

15.  Encourage  pupils  to  think  up  English  words  that 
seem  to  be  derived  from  the  Latin  words  in  the  vocabu- 
laries. For  example,  in  Vocabulary  86,  amicable^  dominate^ 
equint'j  horticulture.  The  teacher  will  often  have  to  explain 
that  such  words  as  pupils  suggest  may  come  only  indirectly 
from  the  vocabulary  words.  Thus  amicable  is  from  arnica- 
bills,  and  that  from  amicus ;  dominate  is  from  dominor,  and 
that  from  dominus.  This  should  be  made  a  part  of  every 
lesson,  and  the  teacher  should  make  careful  preparation  by 
the  use  of  an  English  dictionary  that  gives  etymologies. 

It  would  be  very  useful  if  pupils  would  form  lists  of 
related  Latin  words,  entering  them  in  a  blank  book  from 
time  to  time,  as  they  occur  in  the  lessons,  in  a  column, 
and  placing  opposite  them  in  another  column  English  words 
derived  from  the  group  ;   also  groups  of  synonyms. 

Translation 

16.  Make  the  pupil  give  a  word-for-word  rendering  of 
the  model  sentences  just  as  the  Latin  stands,  and  of  all 
more  difficult  Latin  sentences.  Such  practice  helps  the 
pupil  to  write  in  the  Latin  order  and  is  very  often  the  best 
method  of  discovering  the  meaning.  But  a  good  English 
translation  should  always  immediately  follow.   Read  79,  note. 

17.  Opinions  will  differ  as  to  whether  it  is  better  to 
require  pupils  to  write  out  a  translation  of  an  exercise  into 


6  TEACHER'S  MANUAL 

Latin  to  be  handed  up  for  the  teacher's  correction  before 
it  has  been  translated  orally  in  the  class  and  discussed; 
but  at  least  the  English-Latin  exercise  should  be  gone  over 
in  preparation  for  assignment,  with  such  cautions  and 
explanations  by  the  teacher  as  seem  called  for. 

Moreover,  the  skilful  handling  of  these  exercises  may 
be  made  to  conduce  to  equalizing  the  lessons  in  point  of 
difficulty  and  of  time  required  by  the  pupil.  Some  les- 
sons will  of  necessity  be  harder  than  others  and  require 
more  of  the  pupil's  time  to  prepare. 

18.  Translation  into  Latin  is  always  difficult  for  begin- 
ners, and  more  help,  at  least  by  way  of  questions,  anticipa- 
tory suggestions,  cautions,  and  explanations  is  needed 
before  the  pupil  is  required  to  write  his  translations  than 
the  young  teacher  is  likely  to  realize. 

19.  Train  pupils,  before  they  turn  an  English  sentence 
into  Latin,  to  arrange  it  mentally  in  what  seems  to  them, 
from  examples,  the  Latin  idiom  and  the  proper  order  of 
words;  thus,  58,  II.  4  the  pupil  should  cast  mentally  into 
the  form,  "  Praises  Galba  the  farmers  ? "  Now  he  is  ready 
to  think  of  the  Latin  words  and  their  forms. 

20.  It  is  not  necessary  that  the  order  of  the  Latin  in 
the  model  sentences  be  invariably  followed.  The  accusa- 
tive, for  example,  may  follow  the  verb.  The  teacher  should 
occasionally  take  a  page  of  Caesar  or  Cicero,  observe  care- 
fully the  order  of  words,  and  apply  the  results  of  his 
observation  to  the  needs  of  his  own  class. 

21.  If  more  practice  seems  to  be  needed  in  turning  Eng- 
lish into  Latin  than  Part  II  of  the  Exercises  provides,  the 
teacher  may  require  pupils  to  close  their  books  and  then 
give  them  the  English  of  the  Latin  sentences  in  Part  I  for 
retranslation  into  Latin. 

22.  Do  not  have  the  translation  of  the  English  sentences 
written  in  blank  books  which  are  likely  to  be  handed  down 


TEACHER'S  MANUAL  7 

from  class  to  class,  but  rather  on  alternate  lines  of  loose 
sheets. 

23.  The  teacher  will  find  it  convenient  to  have  some 
simple  system  of  marking  exercises,  so  that  the  pupil  may- 
know  from  a  glance  by  the  character  of  the  mark  the  kind 
of  error  made.     A  colored  pencil  or  red  ink  is  desirable. 

Vocabulary :  Index 

24.  Pupils  need  some  instruction  in  the  use  of  the 
general  Latin-English  vocabulary  and  the  index.  This 
instruction  should  be  of  the  simplest  and  clearest  charac- 
ter, and  should  be  given  as  early  as  the  necessity  arises. 

Reviews,  Formulas,  etc. 

25.  Probably  many  teachers  will  find  the  "  Review "  para- 
graphs insufBcient  for  the  average  pupil.  Spend  from  five 
to  ten  minutes  at  the  opening  of  the  recitation  in  a  rapid 
and  searching  review  of  the  work  done  on  the  preceding 
day.  It  will  perhaps  not  be  too  much  to  devote  every 
fourth  or  fifth  lesson  wholly  to  reviews. 

It  will  be  seen  that  the  *'  Conversation "  paragraphs, 
though  detachable  from  the  lessons,  nevertheless  are 
closely  related  to  them,  repeating  words  and  constructions 
that  have  been  used,  and  frequently  supplementing  prac- 
tice on  forms,  particularly  verb-forms. 

26.  To  insure  completeness  in  the  answers  to  certain 
constantly  recurring  questions,  it  is  useful  to  have  a  few 
set  formulas. 

1.  For  reciting  vocabularies  the  following  models  are 
suggested  : 

Nouns  —  {spear),  hasta,  hastae,  ist,  feminine;  {master), 
dominus,  domini,  2d,  masculine ;  (kmg),  rex,  regis,  3d, 
masculine. 


8  TEACHER'S  MANUAL 

Adjectives  —  {good),  bonus,  bona,  bonum;  (sad),  tristis, 
triste. 

Pronouns  —  (this),  hie,  haec,  hoc. 

Verbs  —  {love),  amo,  amare,  amavi,  amatus. 

Prepositions  —  {from),  a  or  ab  with  ablative  ;  {after),  post 
with  accusative. 

2.    For  describing  forms,  use  formulas  like  these :  — 

Nouns,  adjectives,  and  pronouns  —  hastas,  accusative 
plural  feminine,  from  hasta ;  prudenti,  dative  (or  ablative) 
singular  masculine  (feminine  or  neuter),  from  prudens ; 
quarum,  genitive  plural  feminine  from  qui  (or  quis)  ;  auda- 
cissimo,  dative  (or  ablative)  singular  masculine  (or  neuter), 
superlative  degree  of  audax. 

Verbs  —  moneatis,  active  subjunctive  present,  2d  plural, 
from  moneo  ;  auditur,  passive  indicative  present,  3d  singular, 
from  audio. 

27.  It  will  contribute  much  to  a  mastery  of  forms,  if 
teachers  will  designate  in  advance,  in  reading  lessons  con- 
nected with  "reviews,"  certain  words  to  be  inflected  that 
have  been  specially  treated  in  preceding  lessons. 

28.  Teachers  should  not  neglect  the  English  side  of  the 
Latin  lessons.  Correct  and  idiomatic  English  should 
always  be  demanded  of  the  pupil  in  translation,  both  oral 
and  written.  Insist  also  on  legibility,  orderly  arrange- 
ment, and  perfect  neatness  in  all  written  exercises. 


TEACHER'S  MANUAL 


LESSON  I 

Note  i.  —  The  teacher  will  find  it  useful  to  read  the  notes  of  this 
Manual  on  any  given  lesson  before  assigning  the  lesson  to  a  class  for 
study. 

Note  2.  — References  preceded  by  M.  are  to  this  Manual ;  all  others 
are  to  the  Lesson  Book ;  if  preceded  by  E.  they  are  to  the  ''  Essentials 
of  Grammar." 

1.  E,  i;   2;   2,  r;  4;   7;  9;   10;   II,  a  and  b\2y,  24,  i. 

2.  Do  not  make  the  mistake  of  assigning  to  young  pupils, 
or  pupils  who  have  had  no  previous  study  of  grammar,  these 
grammatical  references  to  memorize.  Instead,  follow  the 
plan  suggested  in  M.  2. 

3.  Before  assigning  this  lesson,  pronounce  and  have 
repeated  by  the  class,  not  simply  the  vocabulary,  but  the 
Latin  sentences  as  well.  See  M.  17,  t8,  19.  On  puella  and 
sagitta,  see  M.  3,  second  paragraph. 

4.  51.  The  rule  for  the  agreement  of  the  verb  with  its 
subject  in  person  and  number  is  reserved  until  the  agree- 
ment in  person  is  illustrated  (60,  U),  Meantime  call  atten- 
tion to  50,  c. 

5.  52,  I.  Require  pupils  sometimes  to  translate  the  sen- 
tences in  three  ways  when  it  can  be  done,  to  keep  before 
them  the  three  equivalents  of  the  Latin  verb-forms. 

6.  52,  I.  5,  7,  and  9.  For  the  place  of  the  accent  before 
-ne,  refer  pupils  to  44,  3. 

7.  52,  IL  2.  Explain  in  advance  that  do  .  ,  ,  dance, 
are  .  .  .  resounding,  etc.,  are  the  verbs,  and  refer  pupils  to 
50,  4.  Tell  them  that  do  and  are  come  first  when  a  question 
is  asked. 


lO  TEACHER'S  MANUAL 

LESSON  n 

Review  Lesson  I.     See  M.  5. 

1.  E.  4,  a;   14;   21;   22;   24,  I,  3,  and  a\  25,  25,  a\  46. 

2.  See  M.  6-14. 

3.  Emphasize  the  fact  that  case  is  determined  by 
the  way  a  word  is  used  in  a  sentence  ;  and  that  gender 
in  Latin  is  often  an  arbitrary  thing,  and  must  therefore  be 
memorized. 

4.  53.  Before  assigning  this  lesson,  have  the  names  of 
the  cases  pronounced  several  times  from  46 ;  then  by  refer- 
ence simply  to  abbreviations  of  53.  Otherwise  some  pupils 
may  not  understand  the  abbreviations. 

5.  53.  Have  the  table  of  terminations  learned  and 
then  added  to  the  base,  hast-,  stell-,  ten-,  etc. 

6.  57.  Call  attention  to  the  fact  that  this  rule  is 
applicable  to  English  verbs,  except  that  we  call  the 
accusative  the  objective. 

7.  58,  L  6,  7,  etc.  Remind  pupils  that  the  interroga- 
tive particle  -ne  is  not  used  when  the  sentence  has  another 
interrogative  word. 

8.  58,  I.  8.  Direct  address  is  such  a  simple  construction 
that  it  is  not  explained  here ;  the  teacher  should  explain  it, 
and  call  attention  to  the  comma  used  after  Galba  to  indicate 
it.     Be  careful  to  insist  upon  this  punctuation  in  exercises. 

9.  58,  II.     See  56,  a. 

10.  58,  II.  See  M.  I.  4.  If  in  the  teacher's  judgment 
it  is  best  to  have  the  English-Latin  exercises  written  and 
corrected,  they  may  be  treated  orally  in  reviews. 

11.  58,  II.  4  and  6.     See  M.  I.  7. 


TEACHER'S  MANUAL  II 


LESSON  ni 

Review  Lesson  II.     See  M.  5. 

1.  E.  2,  <7 ;   27  ;   27,  a^  and  note  ;   28  ;   29  ;   32  ;    -^Z- 

2.  Illustrations  of  -m  as  an  ending  will  be  found  later, 
as  in  Lessons  IX  and  XIII. 

3.  60.  To  accustom  pupils  to  fix  attention  on  the  per- 
sonal endings,  have  them  write  the  stem  and  then  add  the 
endings,  underscoring  them,  or  leaving  a  space  between 
them  and  the  stem. 

4.  60.  Vary  the  recitation  of  verbs  by  calling  for  the 
active  indicative  present  of  the  verb  love  in  English  and 
requiring  pupils  to  translate  each  person  and  number  into 
Latin. 

5.  61.  Show  how  little  the  English  verb  changes  its 
form  with  changes  of  the  person  and  number  of  the  sub- 
ject. In  this  connection  caution  pupils  not  to  disregard 
the  change  in  the  third  person  singular,  and  so  fall  into 
the  fault  of  saying  ''it  don't,"  "he  don't,"  equivalent  to 
"it  do  not,"  "he  do  not,"  which  they  would  never  think 
of  saying. 

6.  61,  ^.  The  answer  is,  of  course,  that  the  ending  of  the 
Latin  verb  shows  the  person. 

7.  63,  I.  When  pupils  have  recited  this  paragraph,  the 
teacher  may  well  write  on  the  blackboard  other  forms  and 
call  for  translation  as  fast  as  they  are  written.  Then  point 
to  forms  at  haphazard  and  call  for  quick  translation  again. 
Finally,  give  the  English  of  some  Latin  form,  and  when 
the  right  Latin  equivalent  is  given,  point  to  it  on  the 
blackboard.  Another  useful  exercise  would  be  for  pupils 
to  close  their  books  with  finger  in  at  the  lesson  for  ready 
reference;  the  teacher -then  gives  the  English  successively 
of  Latin  forms  and  requires  the  Latin. 


12  TEACHER'S  MANUAL 

8.  64.  Show  that  questions  asked  in  the  second  person 
singular  require  to  be  answered  in  the  first  person  singular  ; 
those  asked  in  the  second  person  plural  require  to  be 
answered  in  the  first  person  plural. 

9.  64,  5.     See  M.  II.  8.  . 

LESSON  IV 

Review  Lesson  III. 

1.  E.  12  ;   13  ;   24,  2,  and  a. 

2.  65.  Have  paradigm  of  53  reviewed.  Write  on  the 
blackboard  examples  of  English  nouns  in  the  possessive 
singular  and  plural,  taking  examples  from  66.  Familiarize 
the  pupils  with  the  term  "possession." 

3.  66.  Caution  pupils  to  pronounce  femina,  filia,  regina, 
libero,  with  the  first  syllable  long. 

4.  66.  Have  pupils  give  the  meaning  of  each  verb-form  : 
delecto,  I  delight ;  delectare,  to  delight, 

5.  67.  The  difference  between  the  simple  subject  and 
the  subject  with  modifiers  may  be  pointed  out. 

6.  70.   See  M.  III.  8. 

LESSON  V 

Review  Lesson  IV. 

1.  E.  5. 

2.  71.     See  M.  III.  3  and  4,  and  M.  13  and  14. 

3.  72.  Caution  pupils  not  to  pronounce  the  Latin  name 
Cornelia  like  the  English.  Call  for  the  rule  of  accent  on 
ad  vena  and  incola. 

4.  72.  If  there  is  time,  send  pupils  to  the  blackboard 
and  have  each  write  the  table  of  personal  endings.  Give 
them,  the  stems  of  different  verbs,  some  of  a-verbs,  others 
of  e-verbs,  to  prefix. 

5.  73,  I.     See  M.  IIL  7. 


TEACHER'S  MANUAL  1 3 

6.  73,  II.  3.     Begin  with  puellasne  or  docentne. 

7.  74,  2.     Ask   for  general    rule    of   gender   governing 
these  words. 

8.  75,  3.     See  M.  IL  8. 


LESSON  VI 

Review  Lesson  V. 

1.  E.  2,  <:;  6;   14,  note;   16. 

2.  76.  Have  pupils  recall  the  cases  they  have  had  and  the 
English  equivalents.  Then  take  up  the  dative  and  ablative 
in  the  same  way.  Probably  renewed  drill  will  be  necessary 
on  the  terminations  and  then  on  the  paradigm  of  hasta. 

3.  77.  These  words  require  a  caution  to  pupils  on  pro- 
nunciation :  fabula,  insula,  monstro,  rosa.  The  first  three 
are  likely  to  be  pronounced  as  if  the  first  syllable  were 
short,  and  the  last  as  if  s  were  z. 

4.  79.  The  note  is  very  important.  It  is  a  great  prac- 
tical convenience  to  distinguish  by  one  word,  metaphrase^  the 
word-for-word  rendering  from  what  alone  ought  to  be  called 
translation^  that  is,  giving  the  meaning  in  perfect  English. 

5.  82,  I.  Explain  that  the  case  of  dominae  (i),  nautae 
and  feminae  (8),  whether  genitive  singular,  dative  singular 
or  nominative  plural,  is  to  be  determined  solely  by  the 
sense  of  the  sentence. 

6.  82,  I.  7.     in  aqua:  on  the  water. 

7.  82,  I.  II  and  82,  II.   10.     See  53,  foot-note  2. 

8.  82,  II.  1-8.  Explain  that  these  groups  of  words  are 
phrases^  not  seiitences. 

9.  82,  II.  9  and  10.  Woman  and  daughters  may  not  be 
recognized  by  pupils  as  indirect  objects.  Refer  pupils  to 
model  sentence  in  78. 

10.  82,  II,  12,     Begin  with  habitantne  or  in  insulane. 


14  TEACHER'S  MANUAL 

LESSON  vn 

Review  Lesson  VI. 

1.  The  Statement  that  "  the  stem  ends  in  o  "  will  not  be 
of  immediate  practical  value. 

2.  84.  Here  the  bases  are  hort-,  don-.  Refer  to  53,  b. 
Ask  for  the  bases  of  words  in  86. 

3.  84,  a.  Ask  what  case  in  English  answers  to  the  Latin 
vocative.     Afiswer,    Nominative  of  address. 

4.  84,  c  and  d.  As  these  remarks  are  not  applied  in 
this  lesson,  the  learning  of  them  may  be  deferred. 

5.  Z^^  I.  5.     dominorum  limits  equi. 

6.  Z"^^  I.  6.  Pupils  should  translate  in  two  ways :  Alarcus 
tells  a  story  to  his  friend^  and  Marcus  tells  his  friend  a  story. 
Also  in  7.  Of  course  pupils  may  translate  amico,  a  friend^ 
and  (in  7)  amicis, //-/^//^/j- /  but  it  will  be  well  to  explain 
that,  in  Latin,  words  for  ///>,  hers^  their,  my,  your,  etc.,  are 
very  often  omitted  when  the  meaning  is  clear  without 
them.     See  no,  2  ;    144,  i  and  2  ;   230,  b. 

7.  88,  I.  9.  equis  :  for  the  horses  ;  to  the  horses  would  be 
ad  equos. 

8.  ^^y  II.  5.     Let  pupils  compare  with  6  and  7  above. 

LESSON    VIII 
Review  Lesson  VII. 

1.  E.  3  ;  22,  note. 

2.  94.  Caution  on  pronunciation  of  the  first  syllable  of 
magnus.  Also  caution  pupils  against  the  pronunciation 
of  es  and  est  as  if  the  e  were  long.  Call  attention  to  oppi- 
danus  as  derived  from  oppidum. 

3.  95,  I.  6.  A  not  uncommon  order  in  Latin  to  empha- 
size the  object. 


TEACHER'S  MANUAL  I  5 

4.  95,  I.  7.  non  is  usually  put  before  the  verb,  unless 
it  modifies  some  particular  word,  in  which  case  it  imme- 
diately precedes  the  modified  word. 

6.  95,  II.  4.  Compare  the  indirect  object  j"/^27^  with  "^"^^ 
I.  6  and  7. 

6.  95,  II.  6.  Words  in  parentheses  are  not  to  be 
expressed  in  Latin.  It  would,  of  course,  be  correct  to 
say  tuae  here ;  but  tuus  first  occurs  in  97.     See  M.  VII.  6. 

LESSON  IX 
Review  Lesson  VIII. 

1.  E.  15,  rt^  and  b. 

2.  96.  Pupils  may  be  told  that  sum,  sumus,  and  sunt 
have  each  lost  an  initial  e  and  that  es  (2d  sing.)  has  no 
personal  ending,  being  the  verb-stem  itself.     See  M.  III.  2. 

3.  96.  Have  the  paradigm  recited  English-Latin,  as 
well  as  Latin-English  :    /  am,  sum ;  you  are,  es,  etc. 

4.  97.     Compare  inimicus  with  amicus. 

5.  102,  I.  4.  On  estne,  see  M.  VIII.  2  ;  show  pupils 
that  -ne  is  not  necessarily,  though  very  often,  joined  to  the 
first  word  of  a  sentence. 

6.  102,  I.  8.  Observe  that  non  modifies  gratum  and  see 
M.  VIIL  4. 

7.  102,  I.  13.  claro  in  caelo :  notice  the  order.  When 
a  noun  is  governed  by  a  monosyllabic  preposition,  as 
caelo  by  in,  and  has  an  adjective  agreeing  with  it,  the 
order  is  very  frequently  adjective,  preposition,  noun. 

8.  102,  II.  6.  See  61,  a.  It  would  be  an  error  to 
translate  "  you  are  "  in  this  sentence  by  estis,  because  one 
person  is  addressed  ;  hence  say  es. 


1 6  TEACHER'S  MANUAL 

LESSON   X 

Review  Lesson  IX. 

1.  103.  Show  pupils  by  reference  to  84  and  91  that  they 
have  nothing  new  to  learn  in  the  paradigms  except  the 
nominative.  We  advise  teachers  not  to  have  the  adjec- 
tive learned  across,  except  in  the  nominative,  but  instead, 
column  by  column.  Pupils  meet  with  an  adjective  always 
attached  to  a  noun  of  one  gender,  not  all  genders.  If  they 
turn  English  into  Latin  it  is  the  same ;  they  must  think  of 
the  inflection  of  the  adjective  in  one  gender,  not  in  all 
genders.  The  sort  of  practice  most  helpful  in  translating 
both  ways  is  that  of  103,  b. 

2.  105.  Caution  on  the  pronunciation  of  the  first  syllable 
of  filius,  liber,  and  miser.  On  Duilius  and  filius  refer  to 
84,  c  and  d^  and  have  them  learned.  Have  pupils  commit  to 
memory  the  four  adjectives  that  keep  the  e  in  declension. 
Explain  that  liberi,  children,  is  really  the  nominative  plural 
masculine  of  liber  used  as  a  noun.  For  child  (sing.)  one 
may  say  puer,  puella,  filius,  filia. 

3.  106,  I.  I.  If  a  pupil  should  translate  "the  sons  of  the 
men's  children,"  he  may  be  reminded  that  the  use  of  judg- 
ment and  common  sense  is  necessary  in  translating. 

4.  106,  I.  I.  As  learners  confound  the  genitive  singular 
and  the  nominative  plural  of  nouns  in  -ius,  call  attention 
to  fili  and  filii ;  also  to  nunti  and  nuntii. 

5.  106,  I.  6.     Call  attention  to  the  vocative  care. 

6.  106,  I.  4  and  9.     See  M.  IX.  7. 

7.  106,  IL  5.     See  M.  VIII.  6. 

8.  107,  5.     See  M.  VII.  6. 

9.  As  there  is  no  new  principle  of  syntax  in  this  lesson, 
it  might  be  well  to  ask  some  questions  in  analysis  and  the 
parts  of  speech. 


TEACHER'S  MANUAL  1/ 


LESSON  XI 

Review  Lesson  X. 

1.  1 08.  Show  pupils  again  that  they  have  almost  nothing 
new  to  learn  in  the  paradigms,  but  none  the  less  do  not 
remit  practice  on  the  forms. 

2.  109.    liber  is  likely  to  be  mispronounced. 

If  your  class  has  studied  French  it  will  be  interesting  to 
call  attention  to  the  more  obvious  French  derivatives  of 
words  in  the  vocabularies  ;  e.g.,  magister,  maitre. 

3.  110,2.  Observe  that,  as  the  meaning  is  evident 
without  meum  in  agreement  with  amicum,  meum  is  not 
expressed  in  Latin.     See  M.  VII.  6. 

4.  no,  d!  and  in,  a.  An  appositive  is  merely  descrip- 
tive or  explanatory  of  another  noun  ;  a  predicate  noun 
explains  or  describes  another  noun,  usually  the  subject, 
and  also  completes  the  meaning  of  the  verb. 

5.  Pupils  should  observe  and  imitate  the  punctuation  of 
the  appositive  in  English. 

6.  112,  I.  13.     On  non,  see  M.  VIII.  4. 

7.  112,  II.  6.  This  sentence  may  be  translated  into 
Latin  in  the  order  of  the  English. 

LESSON  xn 

Review  Lesson  XL 

1-     E.  32  ;   iZ- 

2.  114.     See  M.  VL  4. 

3.  118,  I.  5.     Do  not  allow  esne  to  be  pronounced  esne. 

4.  118,  I.  Sentences  8  and  9,  also  10  and  11,  are 
intended  to  show  the  exact  equivalence  of  the  two  forms 
of  expression. 

5.  118,  II.  10,  II.  Require  to  be  translated  in  two 
ways. 


1 8  TEACHER'S  MANUAL 

6.  1 20,  I  and  5.     On  Duili,  see  84,  c  and  d. 

7.  120,  3.  Require  both  question  and  answer  to  be 
turned  into  equivalent  Latin  with  habeo. 

8.  Have  imperfect  and  future  of  the  verb  be  written  on 
the  blackboard  and  call  attention  to  the  distinction  in  use 
between  was  and  were^  shall  be  and  will  be  in  the  different 
persons  and  numbers. 

LESSON  xm 

Review  Lesson  XII. 

1-     E.  Z7y  ;    34,  ^' 

2.  Have  the  personal  endings  review^ed  and  call  atten- 
tion to  the  personal  ending  -m.  Require  the  meanings 
did  love  and  loved  to  be  given  in  the  inflection. 

3.  122.  gladius:  see  84,  r,  and,  on  Mercu'ri,  84,^.  Com- 
pare aureus  with  aurutn. 

4.  125,  I.  12.     nuntius:  refer  to  98  and  98,  a. 

5.  125,  II.  7.  Your  could  be  left  untranslated.  See 
M.  VII.  6. 

LESSON  XIV 

Review  Lesson  XIII. 

1.  E.  4,  a  and  b\  (i\   2iZ' 

2.  127.  Caution  pupils  not  to  confound  Sig^r^  field,  and 
aeger,  sick. 

3.  127.  On  in,  refer  to  its  uses  with  the  ablative  in  82, 
I.  6,  7,  and  9  ;  83,  2  ;  and  88,  I.  8.  The  meanings  with 
the  ablative  and  accusative  must  be  sharply  distinguished ; 
the  former  denotes  mere  position,  the  latter  implies  motion. 

4.  127.  Caution  pupils  to  pronounce  laboro  with  the 
accent  on  the  second  syllable. 

5.  128,  2  and  3.     Also  very  zealously. 

6.  130,  I.  5.     Refer  to  115. 

7.  See  M.  15. 


TEACHER'S  MANUAL  1 9 

LESSON  XV 
Review  Lesson  XIV. 

1-    E.  '^2>^  a  ;  34,  a. 

2.  132.     See  M.  III.  3. 

3.  132,  paradigm.  Call  attention  to  the  translation  of 
the  third  person,  where  have  is  changed  to  has^  the  only 
change  in  the  English  verb  in  this  tense. 

4.  134,1.2.  Romanos  may  be  called  a  predicate  accusa- 
tive, completing  the  predicate  and  referring  to  the  object. 

5.  134,  1.  4.  superabant:  in  translating  supply  thevi^ 
which  is  necessary  in  English,  but  not  in  Latin. 

6.  1 34, 1.  6.  magna  cum  audacia  may  be  rendered  very  boldly. 

7.  134.  Pupils  may  be  asked  to  find  in  the  reading 
lesson  illustrations  of  predicate  nominative  (99),  apposi- 
tive  (hi),  dative  with  adjective  (116),  ablative  of  means 
(124),  ablative  of  manner  (129). 

LESSON  XVI 

Review  Lesson  XV. 

1.  E.  i2>^  a, 

2.  136,  b.  Pupils  will  have  to  repeat  the  principal  parts 
many  times  to  be  sure  of  them. 

3.  137,  I.  1-5.  This  part  of  the  exercise  may  be  much 
increased  by  the  teacher. 

4.  Require  7  to  be  changed  to  an  equivalent,  using  a 
form  of  habeo. 

5.  137,  II.  5,  6,  and  7.     Let  pupils  compare  128. 

LESSON  XVII 

Review  Lesson  XVI. 

1.  E.  2,  d\  3,  c, 

2.  138.  The  teacher  may  not  deem  it  advisable  to  have 
is  learned  across.     See  M.  X.  i. 


50  TEACHER'S  MANUaL 

3.  138,  note.  Much  practice  on  the  part  of  pupils 
will  be  needed  in  giving  the  dative  singular  of  is  with 
nouns,  and  also  the  ablative,  as  eo  is  so  often  mistaken 
for  a  dative. 

4.  141,  I.  I.  Call  for  the  full  declension  of  id  scutum,  is 
gladius,  ea  fabula. 

5.  141,  I.  4.  May  be  translated  of  these  garde?is  or  of 
their  gardens. 

6.  141,  I.  7.     non:  see  M.  VIII.  4. 

7.  141,  I.  8.  Possibly  the  learner  may  at  first  take  eius 
as  a  pronoun  limiting  dominus.  Here,  as  always  when 
translating,  he  needs  to  have  his  wits  about  him. 

8.  141, 1.  10.  Call  attention  to  two  ways  of  translating 
the  indirect  object. 

9.  141,  II.  2,  second  part.  Ablative  of  7?iea?is ;  no 
preposition. 

10.  141,  II.  4.     fortuna  eorum  or  earum. 

11.  141,  II.  8.     See  M.  VII.  6. 

LESSON  xvra 

Review  Lesson  XVII. 

1.  E.  2,  r;   3,  C. 

2.  142.     See  M.  X.  i,  second  sentence. 

3.  143,  note.  The  masculine  alone,  for  example,  might 
have  all  the  meanings. 

4.  144,  I  and  2.  It  would,  of  course,  be  correct  to  have 
suam  inserted  agreeing  with  patriam,  but  it  is  not  necessary. 
See  M.  VII.  6. 

5.  145, 1.  4.  As  the  sentence  stands,  one  must  translate 
does  not  love  children ;  her  ow7i  children  would  require  suos 
inserted.     See  230,  b. 

6.  145,  II.  2.  Call  attention  to  whose  =  of  2aho?n,  as  a 
meaning  of  the  genitive. 


TEACHER'S  MANUAL  21 

7.  145,11.6.  Caution  against  translating  7£^///^  by  cum, 
unless  it  denotes  manner  or  accompaniment. 

8.  146,  2.  vocavit,  he  called  or  named,  a  completed  act; 
amabant,  they  loved,  they  were  loving,  not  that  the  act  was 
completed  and  done  with,  but  that  it  was  continued. 

9.  If  time  allows,  have  the  interrogative  declined  with 
nouns. 

LESSON  XIX 

Review  Lesson  XVIII. 

1.  147,  r.  This  suggestion  ought  to  prove  helpful.  Expe- 
rience shows  that  the  future  of  the  third  conjugation 
is  soon  forgotten.  If  the  pupil  can  accustom  himself  to 
think  that,  except  in  the  first  person,  the  forms  are  like 
the  present  of  moneo,  he  will  less  often  go  wrong. 

2.  149,  I.  13.  agricolae  may  be  genitive  or  dative ;  which 
is  more  likely  ?  Call  attention  to  the  explanation  of  the 
cut  (p.  57)  in  the  list  of  illustrations  (p.  xiii). 

3.  149,1.14.  amicis  :  /(9r  their  friends  ;  to  their  friends 
would  be  ad  amicos. 

4.  149,  II.  For  the  sake  of  practice  the  teacher  may 
require  the  use  of  both  perfect  and  imperfect. 

LESSON  XX 

Review  Lesson  XIX. 

1.  150.  If  there  is  time,  call  for  inflections  to  illustrate 
7,  8,  and  9. 

2.  151,  I.  7.     See  M.  XVII.  5. 

3.  151,  II.  3.     Our  may  be  expressed  in  Latin  or  omitted. 

4.  151,  II.  4.     On  two  ways  of  translating,  see  128,  a. 

5.  151,  II.  5.  Pupils  may  need  to  be  reminded  that  does 
buy  is  one  of  the  equivalents  of  the  Latin  present.  See 
M.  XVIII.  7. 


22  TEACHER'S  MANUAL 

6.  152,  1.  I.     meus  may  be  understood  with  amicus. 

7.  152,  1.  2.     quo  is  masculine,  not  neuter. 

8.  152,  1.  3.     filio,  puero :  refer  to  iii. 

9.  152,  1.  II.     miserrimum :  see  Grammar  of  Allen  and 
Greenough,  240,  d. 

10.  Words  of  reading  lessons  are  sometimes  not  kept  up 
in  the  exercises ;  the  teacher  should  therefore  have  the 
vocabularies  of  reading  lessons  reviewed,  and  the  reading 
lessons  re-read. 

LESSON   XXI 
Review  Lesson  XX. 

1.  154.     Insist  on  the  learning  of  the  terminations. 

2.  154,  <^.  Pupils  should  be  trained  to  make  the  declen- 
sion of  nouns  according  to  the  suggestions,  that  is,  they 
must  find  the  stem  and  add  the  terminations,  instead  of 
trying  to  find  a  model  to  follow  in  any  particular  instance. 

3.  155.  Compare  dux  with  duco,  rex  with  rego,  virtus 
with  vir,  and  eques  with  equus. 

4.  155.  Caution  pupils  about  the  pronunciation  of  both 
syllables  of  Sques,  milgs,  pSdes. 

5.  155.  Pupils,  when  called  on  to  give  a  Latin  noun, 
should  add  the  genitive  and  the  gender.  This  is  especially 
important  in  the  third  declension.     Refer  to  M.  26,  i. 

6.  156,  I.  4.     Supply  theb'  with  rege. 

7.  156,  IL  4.     See  M.  XVIIL  7. 

LESSON  xxn 

Review  Lesson  XXI. 

1.  158,^.  Call  attention  to  the  meanings  of  in  with  the 
accusative:  into,  upon,  and  (in  162,  I.  11)  within.  Explain 
that  in  is  followed  by  the  accusative  after  a  verb  of  motion  ; 
otherwise  by  the  ablative. 


TEACHER'S  MANUAL  2^ 

2.  159  and  160.  With  names  of  towns  the  accusative 
and  ablative  are  used  without  a  preposition.  See  196 
and   197. 

3.  161.  Observe  that  ab,  de,  and  ex  all  mean  from. 
Strictly  de  means  down  from,  ^hl,  forth  frof7i^  while  ab  means 
away  from  (the  border,  the  limit,  the  surface).  In  actual  use 
these  distinctions  are  not  always  observed. 

4.  161.  Compare  pes  with  pedes,  dimitto  with  mitto,  and 
fugio  with  fugo. 

5.  162,  I.  12.  Ask  how  this  sentence  would  be  written 
in  Latin  if  habeo  were  used. 


LESSON  XXIII 

Review  Lesson  XXII. 

1.  163.  Pupils  should  observe  that  the  terminations  are 
the  same  as  for  nouns  of  154.  The  distinction  of  mute 
and  liquid  is  not  important,  and  these  paradigms  are  given 
chiefly  in  deference  to  usage.  Obviously,  if  the  directions 
of  154,  b  are  followed,  the  learner  can  decline  liquid  as 
well  as  mute  stems. 

2.  164,  a.  Strictly  speaking,  because  of  and  07i  account 
of  are  prepositional  phrases. 

3.  166.  Compare  laus  with  laudo,  pater  with  patria,*  and 
volnus  with  volnero. 

4.  167,  I.  2.  Call  attention  to  the  comma  here  as  indi- 
cating the  vocative.     See  examples  in  58,  I.  8 ;  64,  5  ;   107,  3. 

5.  167,  I.  3.  volnera  sunt:  the  wounds  are,  or  thej'e  are 
wounds.     Supply  your  in  translating  pedibus. 

6.  167,  I.  7.  Call  attention  to  the  appositives  to  the 
unexpressed  subject  of  the  verb. 


24  TEACHER'S  MANUAL 

LESSON  XXIV 

Review  Lesson  XXIII. 

1.  169.  Show  pupils  that  -is  is  a  mark  of  the  genitive 
singular,  -is  of  the  accusative  plural. 

2.  169,  c.  Have  these  words  committed  to  memory,  as 
being  the  common  ones  that  have  the  ablative  in  both  i  and  e. 

3.  172,  I.  2.  a,  away  from,  might  have  been  used  in 
place  of  e,  meaning  out  of. 

4.  172,  I.  4.  When  an  adjective  and  a  genitive  limit  the 
same  noun,  the  order  often  is  adjective,  genitive,  noun. 

5.  172,  I.  5.     terra  marique:   an  exception  to  81. 

6.  172,   II.  I.     head  to  foot :  Latin  idiom,  head  to  feet, 

7.  172,  II.  4,  last  part.      Either  a,  de,  or  ex. 

8.  172,  II.  5,  last  part,  llieir  is  to  be  expressed  by 
eorum  or  not  at  all.  In  3  above,  the  only  way  to  express 
their  would  be  by  suos,  which  would  be  equal  to  their 
0W71.     See  230,  b, 

9.  172,  II.  6.     at :  another  sign  of  the  ablative  of  cause, 

LESSON  XXV 

Review  Lesson  XXIV. 

1.  E.  I,  <:  and  e. 

2.  173-175.     Have  these  rules  memorized  now. 

3.  174,  I.     Observe  that  this  rule  is  an  exception  to  173. 

4.  176.  Have  pupils  review  these  words  with  reference 
to  meaning. 

5.  176.  Have  170  reviewed.  On  avis,  navis,  civis,  finis, 
ignis,  refer  again  to  169,  e. 

6.  177.     Compare  terror  with  terreo. 


TEACHER'S  MANUAL  2$ 


LESSON  XXVI 
Review  Lesson  XXV. 

1.  If  the  review  seems  hard,  have  this  prepared  the  first 
day,  then  assist  with  reading  at  sight.  In  any  case,  unless 
pupils  are  already  accustomed  to  using  a  vocabulary  in 
connection  with  some  easy  reading  book,  like  The  New 
Gradathn,  go  over  this  reading  lesson  and  assist  them  in 
looking  up  new  words  in  the  vocabulary,  in  preparation  for 
the  next  lesson.     See  M.  25. 

2.  179,  1.  2.  Call  attention  to  the  fact  that  Romam  is  in 
apposition  with  urbem,  b.ut  that  we  translate,  the  city  of  Rome. 

3.  179,1.  4.  defendit:  the  form  is  the  same  in  the  perfect 
and  present ;  here  it  is  a  present.  Call  attention  to  the 
other  "  historical  "  presents  in  this  lesson. 

4.  179,  1.  4.     pro:  see  134,  1.  4. 

5.  179,  1.  8.     Tiberim :  see  169,  c. 

6.  181,  2.     ei:  refer  to  115. 

7.  181,  3.     virtute:  refer  to  165. 

8.  181,  5.     hostis:   see  M.  XXIV.  i. 

LESSON  xxvn 

Review  Lesson  XXVI. 

1.  182.  It  is  better  to  have  the  adjective  declined  by 
column,  rather  than  across.     See  M.  X.  i. 

2.  183,  1.  I.  Call  attention  to  the  difference  in  spelling 
and  pronouncing  the  Latin  and  English  of  the  first  three 
words.  Latin  proper  names  that  have  a  recognized  stand- 
ing in  English  should  be  pronounced  in  translation  as 
English  words. 

3.  183,  1.  2.  To  obviate  the  pronunciation  Caesa'-rem, 
have  the  class  say  together  Cae'sa-rem  three  or  four  times. 


26  TEACHER'S  MANUAL 

4.  183,  1.  4.     omnis:  see  M.  XXIV.  i. 

5.  183,  1.  8.  populi  Romani:  this  is  always  the  order* 
of  these  words. 

6.  184.  constantia  will  be  mispronounced  from  its  resem- 
blance to  constancy.  Compare  fortis  with  fortitudo,  labor 
with  laboro,  and  euro  with  cura. 

LESSON  xxvm 

Review  Lesson  XXVII. 

1.  186.  Remember  that  all  such  exercises  on  forms  may- 
be extended  indefinitely,  as  time  allows. 

2.  189.     Compare  lux  with  luceo. 

3.  190,  I.  3.     prima  luce:  ai  daybreak. 

4.  190,  I.  4  and  5.     See  M.  XXIV.  4. 

5.  190,  II.  2.  Roman  people.  See  183,  last  line,  and 
M.  XXVII.  5. 

LESSON  XXIX 

Review  Lesson  XXVIII. 

1.  E.  2>Z^  a. 

2.  192.  Be  careful  not  to  accept  s/ia//  have  in  the  second 
and  third  persons.  But  note  that  in  the  interrogative  form 
(see  193,  I.  14)  the  rule  is  reversed  in  the  second  person; 
e.g.,  "At  what  time  shall  you  have  taken  ?  " 

3.  193,  I.  10.     virtute:   refer  to  165. 

4.  193,  I.  13.     magna  cum  virtute :  very  bravely. 

5.  193,  II.  8.     held  .  .  .  ///  check:  see  180. 

LESSON  XXX 

Review  Lesson  XXIX. 

1.  195,  b.  These  words,  with  their  meanings,  should  be 
committed  to  memory. 

2.  198.     Oblique  cases  of  Hannibal  will  be  mispronounced. 

3.  198.     iaceo:  see  Lessons,  p.  75,  foot-note. 


TEACHER'S  MANUAL  2/ 


LESSON  XXXI 

Review  Lesson  XXX. 

Review  Vocabularies  i8o,  184,  189. 

1.  E.  2  ;   2,  ^;   3;   3,  r;    18. 

2.  200.  It  may  be  well  to  tell  pupils  that  the  c  of  hie  is 
the  remnant  of  -ce,  added  for  emphasis.  Without  this  the 
dative  singular  would  end,  as  the  dative  singular  of  ille 
does,  like  nouns  of  the  third  declension,  in  -i.  Call  atten- 
tion to  the  form  haec  as  the  only  variation  in  the  plural 
from  the  plural  of  bonus.  Give  combinations  that  will 
require  the  genitive  and  dative  singular  of  hie  and  ille 
with  a  noun:  of  this  night ;  for  that  year,  etc.  If  time 
allows,  call  for  the  declension  of  hie  and  ille  with  nouns 
that  have  lately  occurred,  as  suggested  in  140,  e. 

3.  202,  1.  I.      ilia:   201,  d. 

4.  202,  1.  4.      illos  .   .   .   hos  :   the  former  .   .  .   the  latter. 

5.  202,  1.  9.  duxit:  the  subject  is  the  same  as  in  the 
preceding  sentence. 

6.  203.  bis:  call  attention  to  biscuit,  something  twice 
cooked. 

7.  203.     felieiter:   call  for  the  primitive. 

8.  204,  5.     ho7ne :  196,  3. 


LESSON   XXXII 
Review  Lesson  XXXI. 

1.  E.  28. 

2.  206,  I.  Call  for  the  corresponding  forms  of  laudo 
and  doeeo. 

3.  206,  II.  It  would  be  well  to  have  this  exercise  writ- 
ten on  the  blackboard,  and  then  to  call  for  retranslation 
into  English,  skipping  from  one  sentence  to  another. 


28  TEACHER'S  MANUAL 

4.  209,  I.  3.  sustinebunt:  occurs  in  180.  Britannos: 
with  hos  omnis. 

5.  209,  I  and  II.  If  time  allows,  require  sentences  in 
the  active  to  be  turned  into  the  passive,  and  vice  versa, 

LESSON  xxxm 

Review  Lesson  XXXII. 

1.  E.  2,  b\    19;   20. 

2.  214.  Derivatives  from  words  in  this  vocabulary  will 
readily  suggest  themselves. 

3.  215,  I.  4.     volnere:  refer  to  165. 

4.  215,  I.  7.  urbem  servaverunt  ingentem:  a  not  uncom- 
mon order. 

5.  215,  II.  2.  Zama:  purposely  not  given  in  the  vocabu- 
lary, as  pupils  can  hardly  go  wrong. 

6.  215,  II.  3.  by:  caution  pupils  in  advance  not  to 
use  a;  refer  to  123  and  124. 

LESSON  XXXIV 

•  Review  Lesson  XXXIII. 
Review  Vocabularies  198,  203,  214. 

1.  217,  IL     See  M.  XXXIL  3. 

2.  218.  Call  attention  to  castra  as  a  plural  with  a 
singular  meaning,  but  taking  a  plural  verb.  Ask  for 
derivatives  of  ira,  pax  {pacify)^  etc. 

3.  219,  8.     ab  eo  :  by  him^  not  froi?i  him, 

LESSON  XXXV 
Review  Lesson  XXXIV. 

1.  E.  2,  ^  ;    2,  d. 

2.  223.  Compare  culpa  and  culpo,  and  call  for  deriva- 
tives  from  the  first   two  and   the    last   two  words  of  the 


TEACHER'S  MANUAL  29 

vocabulary.     Give  a  caution  on  the  spelling  of  the  deriva- 
tive epistolary. 

3.  224,  J.  3.     scribitur  :  it  is  written, 

4.  224,  II.  3.  miserable:  the  pupil  will  have  no  diffi- 
culty in  understanding  that  miser  is  meant. 

LESSON   XXXVI 
Review  Lesson  XXXV. 

1.  E.  19. 

2.  226,   II.     See  M.   XXXII.  3. 

3.  227,  1.  I.  Romae :  refer  to  in.  Call  for  a  meta- 
phrase of  the  first  sentence. 

4.  228.  aedificium :  compare  aedifico,  127.  On  clamo, 
compare  clamor  and  exclaim, 

LESSON  xxxvn 

Review  Lesson  XXXVI. 

Review  Vocabularies  218,  223,  228. 

1.  230,  I.     cura :   refer  to  165. 

2.  233.  Compare  defensor  with  defendo,  180.  Pupils 
will  think  of  pecuniary  as  a  derivative  of  pecunia,  but 
perhaps  not  of  impecimious, 

3.  234,  I.  7  and  10.  donis,  aqua:  call  attention  to  the 
translation  of  these  ablatives  of  separation. 

LESSON  XXXVIII 

Review  Lesson  XXXVII. 

1.  E.  34. 

2.  235.  It  will  be  well  to  illustrate  on  the  blackboard 
in  advance  of  assignment. 

3.  237.  Call  for  four  derivatives  from  antiquus. 
Compare  arx  with  arceo,   233. 


30  TEACHER'S  MANUAL 

LESSON  XXXIX 
Review  Lesson  XXXVIII. 

1.  See  M.  27. 

2.  240,  1.   I.      ille:  the  former.     Refer  to   201,  ^. 

3.  240,  1.   2.     reportavit:  in   148.  —  hlc:  i/ie  latter. 

4.  240,  1.  8.     praebuit:   in   184. 

5.  From  the  different  spelling,  pupils  may  not  think  of 
Jury  from  iuro. 

LESSON  XL 

Review  Lesson  XXXIX. 

Review  Vocabularies  233,  237,  241. 

1.  242.  Call  attention  to  the  quantity  of  -us  in  the 
genitive  singular  and  nominative  and  accusative  plural. 

2.  244.  Compare  cantus  with  canto  (62);  civitas  with 
civis  (171)  ;  ornamentum  with  orno  (66).  Call  attention 
to  cornucopia  (237),  chanticleer^  from  canto  (62)  and  clarus 
(94),  through  the  French  chanter  and  clair. 

3.  245,  I.  7.     quercus :  call  attention  to  the  long  u. 

4.  245,  IL  I.     with:  refer  to  124. 

5.  245,  IL  2.      amo7Jg :  in  180. 

6.  245,  IL  4  and  5.  Call  attention  to  the  two  different 
ways  of  expressing  by  in  Latin. 

LESSON   XLI 
Review  Lesson  XL. 

1.  E.  26  and  a. 

2.  248.  Call  attention  to  the  ablative  singular  in  i  and 
the  accusative  plural  in  -is,  which  are  unusual  in  a  word 
not  an  i-stem. 

3.  251.  Some  pupils  will  make  the  mistake  of  thinking 
iterate  is  a  derivative  of  iter,  instead  of  iterum,  again.  Some 
will  not  think  of  itinerary.  Remind  pupils  of  the  name 
Albion^  applied  to  England,  from  its  white  chalk  cliffs. 


TEACHER'S  MANUAL  3 1 

4.  252,  I.  3.  copiae:  recall  to  pupils  the  difference 
between  the  singular  and  plural  in  meaning   (237). 

LESSON  XLII 

Review  Lesson  XLI. 

1.  256,  3.     novi:  the  genitive  of  the  neuter,  novum. 

2.  258.  Perhaps  aerate^  aeronaut^  and  lenient  ^o\x\d  not 
be  thought  of  as  derivatives  of  aer  and  lenis. 

3.  259,  I.  2.     prima  luce:  refer  to  190,  I.  3. 

4.  259,  I.  8.  Require  first  a  metaphrase:  of  him  the 
end  of  life  =  the  end  of  his  life, 

LESSON  XLHI 

Review  Lesson  XLIL 

Review  Vocabularies  244,  251,  258. 

1.  265.  Inferus  gives  us  inferior^  and  indirectly  infernal. 
Mendacity  and  sapient  may  not  be  thought  of  by  pupils  as 
derivatives.  Compare  pigritia  with  piger  (109)  and  impiger 
(203). 

LESSON  XLIV 

Review  Lesson  XLIIL 

1.  E.  26  and  a. 

2.  269.     amplus  with  fio  gives  us  amplify. 

3.  Call  attention  to  the  different  meaning  of  our  arbor ; 
but  in  arboretuin  there  is  a  return  to  the  proper  idea  of 
arbor. 

LESSON   XLV 

Review  Lesson  XLIV. 

1.  See  M.  27.     Personal  pronouns  may  well  be  reviewed. 

2.  271,  1.  2.     laetus  :    best  translated  as  an  adverb. 

3.  271,  1.   9.     Graeca :   lingua  understood. 


32  TEACHER'S  MANUAL 

LESSON  XL VI 
Review  Lesson  XLV. 
Review  Vocabularies  265,  269,  273. 

1.  Call  for  the  declension  of  dies  pulcher,  beautiful  day ; 
and  acies  longa,  long  battle  line. 

2.  279.  Compare  fides  and  fidelis  (251).  Call  atten- 
tion to  the  different  meaning  of  our  impetus  and  the  Latin 
impetus ;  also  our  instruct  and  the  Latin  instriictus ;  mille 
and  annus  (189)  give  us  millenium.  Call  attention  to  such 
names  of  English  towns  as  Lancaster  and  Dorchester, 
originally  so  named  as  sites  of  Roman  camps. 

3.  280,  L  3.     visi:  principal  parts  in  136,  b. 

4.  280,  I.  10.     caruerunt :  in  233. 

5.  280,  II.  I.      about:  in    153. 

LESSON   XL VII 
Review  Lesson  XLVI. 

1.  E.  19  and  note  ;  20  and  a,  b,  c\  30  and  note. 

2.  281,  282.  Call  for  the  present  subjunctive  of  other 
verbs,  as  laudo,  deleO,   scribo,  punio. 

3.  285.      Have  principal  parts  thoroughly  learned. 

LESSON  XL VIII 
Review  Lesson  XLVII. 

1.  287.  Have  unremitting  practice  on  subjunctive 
forms,  both   review   and   advance,  with   different   verbs. 

2.  292,  II.  5.     to  carry :  refer  to  283,  b. 

LESSON   XLIX 

Review  Lesson  XLVIII. 

Review  Vocabularies  279,  285,  291. 

1.  299.  First  call  for  the  complete  subjunctive  of  rogo, 
video,  ago,  scio. 


TEACHER'S  MANUAL  33 

2.  294,  296.  Call  attention  to  the  fact  that  the 
subjunctive  in  indirect  questions  is  translated  like  the 
indicative. 

3.  299,  I.  7.  num :  here  used  in  a  direct  question. 
Translate  you  don '/  walk  on  your  hands,  do  you  ? 

4.  299,  I.  12.  num:  here  introducing  an  indirect  ques- 
tion. 

5.  299,  II.  2.  Caution  against  the  use  of  the  Latin 
infinitive. 

LESSON  L 

Review  Lesson  XLIX. 

1.  See  M.  27. 

2.  301.  Compare  acriter  with  acer  (182),  peditatus  with 
pedes  (155),  and  pugna  with  pugno  (122).  Compare  animus 
with  animate. 

3.  302,  1.  071  a  hill :  in  with  the  accusative  or  with  the 
ablative. 

4.  302,  3.     yours :  not  tuus,  of  course  (229,  note). 

LESSON   LI 
Review  Lesson  L. 

1.  Call  for  the  declension  of  unus  miles ;  tres  gladii ; 
duae  naves. 

2.  308,  I.  2.     portubus :  refer  to  242,  a. 

3.  308,  I.  8.     manibus  :  refer  to  243,  a. 

4.  308,  I.  17.     sint :  refer  to  294  and  295. 

5.  308,  II.  6:     refer  to  305,/". 

6.  308,  II.  7.     to  aid :  refer  to  283,  b. 

LESSON  LII 
Review  Lesson  LI. 

1.  310.  Call  attention  to  the  spelling  oi  February  ;  gens 
gives  us  gentile  diiid  genteel.     Contrast  dexter  and  sinister. 


34  TEACHER'S  MANUAL 

2.  311,  I.  2.  Some  pupils  will  translate  ninth  steps, 
instead  of  of  the  7iinth  step, 

3.  311,  I.  5.  Tell  the  class  that  the  Roman  year  began 
with  March. 

4.  311,  I.  8.  conlocavit:  so  generally  in  Latin  a  verb 
common  to  two  members  of  a  sentence  is  expressed  with 
the  last  only;  the  reverse  is  true  in  English. 

5.  311,  I.  9.     tenuerint:   refer  to  294  and  295. 

6.  311,  II.  I.    from  the  country :  refer  to  196,  3. 

7.  311,  11.  8.     Refer  to  292,  I.  3;  196;  278. 

LESSON  LIII 

Review  Lesson  LIT. 

1.  312.  Have  the  class  pronounce  uter'que,  u'traque, 
utrum'que. 

2.  313.  Explain  that  alius  .  .  .  alius  is  strictly  another 
,  .  .  another. 

3.  314.  The  Exercises  are  somewhat  difficult,  and  it 
may  be  well  for  the  teacher  to  go  through  them  with  the 
class  in  advance. 

4.  314,  I.  2.  Metaphrase,  others  said  other  things  =^  some 
said  some  things,  others,  others. 

5.  314,  II.  2.     which  .  .  .  <^^j  J",  uter  puer.      Similarly  in  5. 
^-    3i5>  1-  3-     First  word  fuit:   refer  to  311,   I.  8  for  a 

similar  example,  and  see  M.  LI  I.  4. 

7.    315,  1.  3.     ille  .   .  .  hie:  refer  to  201,  b. 

LESSON   LIV 

Review  Lesson  LIII. 

Review  Vocabularies  298,  301,  310. 

1.  316.     Call  for  infinitives  of  other  verbs. 

2.  317,  4.  Some  explanation  of  the  agreement  of  the 
participle  may  be  needed.     Compare  the  agreement  of  the 


TEACHER'S   MANUAL  35 

participle  with  the  subject  in  the  compound  tenses,  which 
the  pupils  have  already  had. 

3.  319.     Debt  and  legible  are  interesting  derivatives. 

4.  320,  II.  7.     ought  to  have  bee?i  seefi,  debuit  videri. 


LESSON  LV 

Review  Lesson  LIV. 

1.  327.  Compare  divitiae  with  dives  (319)  and  remind 
pupils  that  in  the  New  Testament  parable  the  rich  man  is 
commonly  spoken  of  as  "Dives."  Compare  frigus  with 
frigidus  (258);    spero  with  spes  (279). 

2.  328.  Before  taking  up  these  exercises  call  for  all 
infinitive  forms  of  the  verbs  that  occur. 

3.  328,  I.  Call  for  a  metaphrase  of  the  sentences  con- 
taining infinitive  forms. 

4.  328,  I.  6.  cantaturas  esse  :  recall  to  pupils  the  future 
infinitive,  316,  a. 


LESSON  LVI 
Review  Lesson  LV. 

1.  E.  2,  d, 

2.  331,  4.  Show  that  se  might  be  rendered  emphatic  by 
joining  ipsum  to  it. 

3.  332.  Compare  difficultas  with  difficilis  (254)  ;  oratio 
with  orator  (265). 

^'  ?>2>2>^  I-  ^-  °^^^'  some  pupils  will  mistake  this  for  a 
genitive  of  ego. 

^'    ZZZi  I-  9-     eodem  voltu:   refer  to  307. 

6.  T^T^T^,  I.  II.  de  se  ips5 :  explain  that  ipso  gives  an 
emphasis  to  se  which  would  be  indicated  in  translation 
orally  by  the  voice. 

7.  333,  II.  2.     my :  refer  to  229. 


36  TEACHER'S  MANUAL 

LESSON  LVII 

Review  Lesson  LVI. 

1.  E.    2,  / 

2.  335.  Ask  for  the  meanings  of  these  pronouns  in  the 
neuter. 

^-  335-  Pupils  may  ask  the  difference  between  aliquis 
and  quisquam.  The  latter  is  used  in  general  only  after  a 
negative,  as  p.  133,  1.  3,  and  is  emphatic. 

4.    336,  1.  10.     gesta :  in  184. 

LESSON  LVm 

Review  Lesson  LVIL 

1.    E.  31  and  a, 

2-  339-  Call  attention  to  the  identity  in  form  of  the 
first  column  of  passive  imperatives  with  active  infinitives. 

^*  339j  ^'  Imperative  futures  are  of  comparatively 
infrequent  occurrence,  hence  are  not  required  to  be 
learned. 

4.  342.  In  memoria  teneo,  memoria  may  be  considered 
the  ablative  of  means. 

5.  342.  The  meaning  of  ta?igent  might  be  explained. 
Pupils  may  not  think  of  contact  as  related  to  tactus. 

6.  343,  II.   I.     So77iething  new:  refer  to  quidquam  certi, 

ZZ^^  1-  7- 

7.  343»  II-  3-     ^"^•'  refer  to  139. 

8.  343,  II.  6.     even:  refer  to  331,  c. 

LESSON  LIX 
Review  Lesson  LVilL 

1.  344.  The  teacher  may  explain  that  the  t  of  pot- 
(potis)  is  changed  to  s  before  s,  and  the  f  of  fui,  etc.,  is 
dropped. 


TEACHER'S  MANUAL  37 

2.  347,  a.  Refer  pupils  to  350,  11.  i  and  5;  also  on 
^bsuin  to  11.  3  and  4,  where  the  common  construction  is 
illustrated. 

3.  350,  1.  6.     multum  :  here  an  adverb. 

4.  350.      Ask  pupils  to  point  out  an  illustration  of  349. 

LESSON  LX 
Review  Lesson  LIX. 

1.  E.  34  and  a  and  b. 

2.  352.  In  this  lesson  only  present  and  perfect  parti- 
ciples are  treated. 

3.  354.  Veno?n  is  a  sufficiently,  obvious  derivative  from 
venenum.     Vicinus  occurred  as  a  noun  in  135. 

4.  355  and  356,  I.  It  would  conduce  to  accuracy  if  all 
sentences  containing  participles  were  first  metaphrased 
before  being  translated. 

^-  355?  ^-  3-  Perhaps  the  first  instance  so  far  in  the 
Latin  exercises  in  which  the  purpose  clause  has  preceded 
the  main  clause. 

^-  355>  ^-  ^^'  num:  not  used  as  defined  in  273,  but  as 
in  298. 

7.  356,  I.  4.     curae:  refer  to  349. 

8.  356,  II.  I.     do  not :  refer  to  340. 

9.  356,  II.  7.     was  glad :  refer  to  322  and  325. 

LESSON   LXI 

Review  Lesson  LX. 

1.  357,  b.  It  may  be  well  to  give  pupils  an  example  of 
a  noun  and  an  adjective  in  the  ablative  absolute,  as  caelo 
sereno,  the  sky  being  dear  {iinder  a  dear  sky). 

2.  358,  a.  Properly  speaking,  the  literal  rendering  of  the 
ablative  absolute  should  be  called  a  metaphrase,  rather  than 
a  translation.     In  a  great  majority  of  cases  it  will  be  found 


38  TEACHER'S  MANUAL 

best  to  translate  either  by  a  clause  or  by  a  phrase  beginning 
with  a  preposition. 

^-  359-  Compare  pecus  with  pecunia  (72)  and  explain 
how,  before  coined  money  was  much  used,  cattle  served  as 
the  principal  medium  of  trade  or  standard  of  value. 

4.  360,  I.  The  proper  translation  of  the  ablative  abso- 
lute shows  how  little  the  English  is  accustomed  to  use  the 
participle  in  comparison  with  the  Latin. 

5.  360,  I.  12.     Call  for  the  rules  for  the  three  datives. 

6.  360,  I.  14.  This  ablative  absolute  may  be  translated 
in  six  ways. 

7.  360,  II.  I.     Much:  refer  to  267. 

LESSON    LXn 
Review  Lesson  LXI. 

1.  363.  Compare  coniunx  with  conjugal ;  cupidus  with 
Cupid ;  and  augeo  with  augment. 

2.  363.  Caution  pupils  not  to  confound  the  plural  of 
vis  with  that  of  vir  ;  they  must  look  sharply  at  the  ending. 

3.  363.  Call  attention  to  the  curious  fact  that  we  have 
adopted  vim  as  an  English  word. 

4.  364,  I.  7.     educandos  :  used  like  servandum  in  362,  i. 

5.  364,  II.  The  first  five  and  the  first  part  of  the  eighth 
are  to  be  cast  mentally  into  passive  forms  before  turning 
into  Latin  :  of  the  town  to  be  seen  ;  for  a  line  of  battle  to  be 
drawn  up^  etc. 

LESSON   LXm 
Review  Lesson  LXI  I. 

1.  365.  Pupils  may  be  told  that  the  nominative  is  sup- 
plied by  the  infinitive  :  videre  est  credere,  seeing  is  believing. 

2.  368.  Compare  amor  with  amo  ;  deus  with  dea  ;  oro 
with  orator  (265).      Pupils  may  be   able   to  guess  the  two 


TEACHER'S  MANUAL  39 

parts  of  artificial,  and  to  think  of  nomiftal  from  nomen. 
conicio  :  pronounced  conyicio ;  so  of  the  other  compounds 
of  iacio,  ahyicio,  etc. 

3.  369,  I.  II.  Might  be  puerorum  educandorum,  like 
362,   2. 

4.  369,  I.  13.     Might  be  oppidi  expugnandi. 

5.  369,  I.  15.  Ask  what  might  be  substituted  for  pila 
.   .   .  coniciendi. 

6.  369,  II.  10.  Call  attention  to  the  two  accusatives 
after  doceo. 

LESSON    LXrV 
Review  Lesson  LXIII. 

1.  375,  I.  8.  num  :  recall  to  pupils  that  this  word  sug- 
gests a  negative  answer  :  a  boy  does  not  surpass  a  man  in 
stre?igth,  does  he  ? 

2.  375,  II.  3.     That  is,  /;/  the  saying  than  i?i  the  doing. 

3.  375,  II.  4.  The  supine  is,  of  course,  expected  here, 
but  other  translations  may  be  called  for. 

4.  376.  Call  attention  to  the  imperfects  as  denoting 
customary  action  and  refer  to   132,  b. 

5.  376,  1.  TO.  Ask  what  might  be  substituted  for  exer- 
cituum  dticendorum  and  compare  367,  i. 

LESSON    LXV 
Review  Lesson  LXIV. 

1.  378.  Probably  it  will  be  advisable  to  assign  for  one 
lesson  only  the  review  of  amo  and  moneo  and  devote  the 
entire  period  of  recitation  to  practice  according  to  the  sug- 
gestions of  this  Manual  under  "  Form  Work,"  p.  4.  No 
meanings  should  be  given  to  subjunctive  forms. 

2.  379.     The  only  forms  of  do  that  have  a  are  das  and  da. 

3.  381.     Before    assigning   this   to   be  worked    out   tell 


40  TEACHER'S  MANUAL 

pupils  that  imposuit  comes  from  impono,  abiecit  from  abicio, 
effusus  from  effundo,  and  gessit  from  gero. 

4.  381,  1.  4.     alveo  :  refer  to  347. 

5.  381,  1.  9.     educandos  :  refer  to  362,  i. 

LESSON   LXVI 

1.  The  best  division  of  the  lesson  may  be  at  the  end  of 
384,  I. 

2-  385^  1-  3*  ^  rapina  :  call  attention  to  the  ablative  with 
a  preposition  after  a  verb  of  separation  ;  refer  to  232. 

3-  385?  1-  5-  esset :  call  attention  to  the  f^ct  that  the 
subjunctive  of  indirect  question  is  commonly  to  be  trans- 
lated as  an  indicative. 

LESSON   LXVn 

1.  If  pupils  have  not  mastered  well  the  passive  voice, 
this  lesson  may  well  be  divided  into  two,  the  first  recitation 
period  being  spent  in  practice  on  forms. 

2.  388.  Caution  pupils  against  supposing  that  any  verbs 
take  the  ablative  because  they  are  deponents. 

3.  389.  Compare  libertas  with  liber  and  libero  ;  sapientia 
with  sapiens ;  scriptor  with  scribo  ;  and  usus  and  utor  with 
utilis  (368). 

LESSON    LXVm 
Review  Lesson  LXVII. 
Review  Vocabularies  363,  368,  389. 

1-  393-  Call  attention  of  pupils  to  the  fact  that  all  the 
English  equivalents  of  these  verbs  are  transitive  and  so 
take  a  direct  object. 

2.  394.  All  forms  of  mulier  should  be  pronounced  to 
the  class. 

3.  395,  I.  15.     sibi:  explain  that  it  refers  to  captivi. 

4.  395,  II.  7.     the77t  both:  utrique. 


TEA  CHER 'S  MANUAL  4 1 

LESSON    LXIX 

Review  Lesson  LXVIII. 

1.  399.     Compare  multitudo  with  multus. 

2.  400,  5.  veneris  :  ask  in  what  two  tenses  the  form  may 
be  found  and  accordingly  what  two  translations  of  the  cum- 
clause  are  allowable. 

3.  400,  6.  Suggest  to  pupils  that  a  tamen  in  the  prin- 
cipal clause  indicates  that  the  cum-clause  is  concessive. 

4.  401,  1.  6.  Here  cum  may  be  almost  equally  well  ren- 
dered when  or  si?ice. 

5.  402,  2.  The  first  clause  may  be  rendered  by  the 
ablative  absolute  as  well  as  by  cum,  etc.  So  in  3  and  4,  but 
not  in  I  and  5. 

LESSON   LXX 
Review  Lesson  LXIX. 

1.  408.     Compare  senatus  with  senex. 

2.  409,  I.  6.  Ask  pupils  to  express  obsidibus  datis  by  an 
equivalent  clause,  si  obsides  dentur  ;  some  are  likely  to  give 
si  obsides  darentur,  which  would  of  course  be  wrong. 

3.  409,  II.  5.     -ne  may  well  be  joined  to  iussisset. 

LESSON   LXXI 
Review  Lesson  LXX. 

1.  410,  5.  Besides  the  answer  to  be  found  in  357,  c,  the 
note  on  haec  cum  dixisset,  411,  1.  8,  suggests  another  way. 

2.  411,  1.  4.  anteponeretur  :  should  be  preferred ;  the  sub- 
junctive in  an  indirect  question  is  commonly  to  be  translated 
as  an  indicative,  but  here  the  idea  is  of  future  time. 

3.  411,  near  the  end.  in  earn  partem  :  in,  repeating  the  in 
of  inrumpit,  cannot  be  separately  translated. 

4.  412,  I.  For  position :  caution  pupils  to  use  de  loco, 
not  the  dative. 


42  TEACHER'S  MANUAL 

5.  412,  5.  Of  p7'oving  his  courage:  ask  for  two  ways  of 
rendering,  by  the  gerund  and  the  gerundive. 

6.  412,  7.  Call  attention  to  the  accusative  and  dative 
after  antepono. 

LESSON    LXXn 

Review  Vocabularies  399,  408,  413. 

1.  Probably  the  best  division  of  the  lesson  will  be  at  415. 
There  should  be  much  practice  on  eo  and  fero. 

2.  417,  1.  2.  veritus:  this  participle  is  commonly  to  be 
translated  as  if  present. 

LESSON   LXXm 

Review  Lesson  LXXII. 

1.  420.  The  relative  word  may  be  a  relative  adverb,  for 
example,  ubi. 

2.  421.  Compare  praesidium  and  subsidium  with  prae- 
sideo,  408  ;  the  common  root  is  sed,  sit, 

3.  421.     antefero  :  compare  for  meaning  antepono,  413. 

4.  422,  I.  I.      There  is  sharp  fighting. 

5.  422,  I.  10.     ad  mare:  see  p.  161,  note  i. 

6.  423,  1.  9.     uter  utri:  cf.  uteralteri,  411,  1.  3. 

LESSON   LXXIV 

Review  Lesson  LXXIIL 

1.  If  pupils  have  not  read  many  of  the  selections  at  the 
end  of  the  book,  a  considerable  amount  of  reading  might  be 
introduced  before  this  and  the  following  lesson  are  taken  up. 

2.  425.  Point  out  that  the  periphrastic  conjugation 
gives  a  form  for  a  future  subjunctive. 

3.  427.  Compare  cupide  with  cupidus  ;  diligentia  with 
diligens  ;  morior  with  mors. 


TEACHER'S  MANUAL  43 

LESSON    LXXV 

Review  Lesson  LXXIV. 

Review  Vocabularies  421  arid  427. 

1-    43O)  3-     is:    distinguished  from  the  pronoun  is  by  the 
quantity  of  the  i. 

2.  431,  last  line.     Call  attention  to  terra  in  the  sense  of 
in  terra,  and  mari  =  in  mari. 

3.  432.     Compare  hostilis  with  hostis  ;  victor  with  vinco. 


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